This is a course in English rhetoric. It is the same writing course that university students take in the US and the UK. In the first semester, we concentrate on pre-writing strategies (for finding topics and contents, determining writer’s stance, outlining, drafting, paragraphing, etc.). Then, we go on to study and apply several basic strategies for writing essays. These strategies are comprehensive and apply in all sorts of writing -- academic, professional, personal, etc. They will enhance your thinking and sharpen your writer’s voice.
This course emphasizes that writing is for communication, so at the beginning of each class each student will present a summary and discussion on his or her composition. The point is to communicate your ideas to your classmates clearly and vividly, as you would in daily life conversation. Realizing that writing is communication will encourage you to focus on your main points and make your writing more effective.
Always turn in your compositions on time. Points will be deducted for lateness. Your class attendance and active participation are important, and will be considered in final grading. Points are deducted for unexcused absences and lateness.


Tentative Syllabus

September 16. Introduction to the class, & teacher and student introductions. Two writing assignments: (1) “My Summer Vacation” (due Sept 23), and (2) “Who am I: a Thematic Self-Introduction” (due Oct 7). 1) About your summer vacation, identify some key experiences, activities, events, thoughts, or feelings that best characterize and express the main theme of your summer, such as it was boring, exciting, full of new experiences, full of memories, full of anticipation, danger, safety, new love, lost love, whatever. 2) Regarding your “Who am I?” essay, identify your key personality traits, interests, aspirations—what makes you the person that you are? Are you different from the person your friends and family think you are? What kind of person would you like to be through your studies and career, etc.? Write this composition thoughfully and carefully.


September 23. Present and discuss your paper on your summer vacation to the class. Share your tentative ideas for your “Who am I?” paper with the class. Turn in your summer vacation papers. (The textbook might not be quite ready yet.)

September 30. Textbook Chs. 1-2: “Ethics in Writing” and “Finding Subjects,” pp. 3-19. Ethics in writing is very important: As students and faculty members of NTU, we strive to write as truly and accurately as we can-- for a good purpose, that is, with good intentions. Assignment due October 7: p. 18, discussion question 1. “What change do you want to make in your life?” (This can be related to your “Who am I?” paper, also due Oct 7). This chapter gives important methods for finding writing topics.

October 7. A) 1) Present the changes you want to make in your life to the class (p. 18). (Consider such questions as, Why did you choose this change? What problem do you want to solve? What positive effect do you wish to achieve?)
2.) Present your “Who am I?” paper to the class.
B) Ch. 3: “The Writer’s Stance,” pp. 22-35. Two activities: 1) Read pp. 26-29 in class about stance, and especially about Nancy’s student travel in Europe. Note: on October 14, we will watch a DVD about student travel in Europe, Before Sunrise. While watching this movie, think about how these two students’ knowledge of Western literature, religion, thought, and culture enriches their conversation. This should help you to answer the question, “Why study the great literature and culture of the West?” Hopefully, it can inspire you to study Western literature and culture in DFLL classes. Such learning might help you to speak when you meet your Jesse or Celine on a train. 2) Read Roberts’ essay on page 35 together in class. Try to understand Roberts’ argument. He is discussing a rare ecological and historical site, not just a random coastline. Assignment, due October 21: write a reply letter to Roberts’ essay. In your letter, express your sympathy with Roberts’ position and give examples of similar situations in Taiwan or elsewhere. (Roberts is an important New England writer.)

October 14. Watch Before Sunrise (See pp. 26-29 in our text.) Assignment for October 21: Write about the film’s implicit idea of “learning through and for friendship (love) and life.” Give details and examples from the film that moved you. Have you had the experience of meeting a new person and having a deep conversation while on a trip or a vacation? This experience requires an escape from one’s usual friends and places…. Think about the reasons why….

October 21. Present and discuss your composition on Before Sunrise. Turn in your papers. Also, if time permits, present the main points of your letters to Roberts. Turn in your letters to Roberts.

October 28: Ch. 4, “Thesis,” pp. 38-49. This is a very important chapter. Assignment due Oct 28: P. 49, pick a topic from #2 or 3 and write 1) a good thesis statement and 2) a composition.

November 4. Discuss your thesis statement and paper assignments and turn them in. Ch. 5. “Shaping and Outlining,” pp.50-66. This is an important chapter. Choose one old composition (can be from this class or from Freshman Composition class. It can even be an old Chinese composition): improve its shape and outline, and rewrite it (due Nov 11).

November 11: Present the old paper that you revised. Explain what changes you made in the paper. Ch. 8, “Organizing Paragraphs,” pp. 101-121. This is a very important chapter. Composition due on Nov 18 on a topic from p. 110, # 1, 2, or 3. Pay close attention to your organization.

November 18: Present your paper on a topic from 110, 1-3. Ch. 11, “Description,” pp. 185-200. Write a composition based on topics given after “Snowbound” (to be handed out) due on Nov 25.

November 25: Ch. 12, “Narration,” pp. 201-219. In class, read together “To Live is to Rage Against the Dark,” pp. 208-210. Write a composition based on one of the writing topics on p. 210 due December 2.

December 2: Discuss and turn in your composition on “To Live is to Rage Against the Dark. Read together “A Childhood,” pp. 215-219. Write a paper on a writing topic on p. 219, due on December 9.

December 9: Discuss your composition on “A Childhood.” Ch. 13, “Process,” 220-239. Write a composition on a topic from p. 227, due on December 9.

December 16: “Freewriting Exercises” and “The Purist” (pp. 228-234). Write a composition a topic from pp. 233-34, or p. 230, #2 or #3, due on December 23.

December 23: Discuss your process compositions. Ch. 14, “Cause and Effect,” pp. 240-249. Write a composition on a topic chosen from p. 249 due on Dec 30.

December 30: In-class film, Before Sunset. This film takes place several years after Before Sunrise. Write a final composition responding to the film. Be sure to use the strategies you have learned this semester. Have you had these experiences and feelings? Which of the two films did you like better? Why? Are you optimistic that Jesse and Celine could get together?

January 5: Present and turn in your paper on Before Sunset. Present and discuss paper from topic on p. 253. Turn in all late papers. The end. See you next spring!